Making Predictions with “Diary of a Wombat” –Madison Zeky

LESSON PLAN TEMPLATE

October 25, 2018

Lesson Day

The student will use background knowledge to make predictions about

How will this lesson support the learning goal? a text.
(1c: Setting Instructional Outcomes)

 The kindergarten students will be able to discuss their

Objective(s)
(1c: Setting Instructional Outcomes)
Taking the learning goal into consideration, what is the
objective(s) of this lesson that will support progress toward
the learning goal.
background knowledge and use that knowledge to make
predictions and answer questions about the book during whole-
group instruction.
 The kindergarten students will be able to discuss with their
partner or with the whole group his or her own predictions about
the wombat in the story.

Objectives should be learner focused (not what the teacher

will do or accomplish), observable (use verbs that can be
measured), and target a specific outcome. Please refer to
the SLO User Guide for the “ABCD” method or “I CAN”
statements that can be used as a guide.

PA Standards Standard - CC.1.2.K.B

www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11 With prompting and support, answer questions about key details in a text.

Standard - CC.1.2.K.L

Actively engage in group reading activities with purpose and understanding.

ISTE Standards (if applicable)

 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective(s)? If appropriate, what educational technology will
be used to support the learning outcomes of this lesson?
How do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and
Pedagogy)
____ minutes
How will you set the purpose and help students learn why
today’s lesson is important to them as learners?
How will you pique the interest or curiosity regarding the
lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the strategy/concept or
skill?
Provide very detailed steps.
Diary of a Wombat by: Jackie French
 Does anyone recognize what animal is on this cover?
 Because there is a wombat on the cover, I can guess that this
book is going to be about Wombats. Wait, I made a guess about
what is going to happen in the book, using the cover. Another
word for that is a prediction. Can you all say “prediction?” We
used what we know, that this is a picture of a wombat, to predict
what this book will be about.
 Now, can you think back really hard to when we learned about
wombats? Raise your hand when you can think of something we
learned about a wombat. Lead discussion on typical traits of
wombats. They should include sleeping a lot, digging holes,
scratching, annoying humans, eating vegetables from gardens,
etc. This is interesting, keep this information in mind as we read
this book. It is going to help us make more predictions.

Instructional Activities
(1a: Demonstrating Knowledge of Content and
Pedagogy;
1e: Designing Coherent Instruction)
____ minutes
Exploration (Model): How will students explore the new
concepts? How will you model or provide explicit instruction?
You MUST include a teacher think-aloud using student-
friendly language here.
Guided Practice: How will you provide support to students
as they apply the new concept? How will you allow them to
practice (with teacher support)?
Independent practice: How will students review and solidify
these concepts to be able to use this new knowledge? How
will you monitor and provide feedback?
Provide very detailed steps and include teacher talk where
appropriate.
 This book is written by a famous Australian author, Jackie French. This
book is called, “Diary of a Wombat.” Gasp! I think we can maybe use this
title to make another prediction, what do you think? Hmmm what does the
word diary mean? What is a diary? Ok, well since I know that diaries are
journals that we write down what we do each day in, I am going to make a
prediction that this book is going to be about the life of a wombat, maybe
what it does every day. Would you all say that this is a good prediction?
Give me a thumb’s up if you agree.
 Okay, so we used the cover picture and the title to make predictions about
what this book is going to be about, and I think we are doing a pretty good
job. Pat yourselves on the back.
 We also talked about different things that wombats do. Turn and talk with
your partners and make a prediction about something you think the
wombat in this book might do. Discuss some student answers.
 Let’s read the book and find out if our predictions are correct!
 (Stopping point 1) What might these treats be? Why do you think that?
Good predicting!
 (stopping point 2) What do you think he is going to do the next morning?
Why do you think that? (sleep) Good prediction!
 (stopping point 3) Wait, so the wombat dug through the humans’ door,
banged on their trash can, dug through their garden, and the humans are
STILL giving him carrots? Do you think the wombat is going to stop doing
these naughty things? Let’s find out.
 (At end of book) Did our predictions come true? Well, the wombat
continued to do naughty things, so we were right about that. We predicted
that it was a story about what a wombat does every day, we predicted that
the wombat was going to sleep a lot and dig holes, I think we did a
wonderful job! Kiss your brains!
 After reading this book, we know even more about wombats than we did
before. Think really hard about something you know that wombats do,
either from this book or from what you already knew about wombats. I
want you to make a prediction about one thing the wombat might do next if
the story continued. Turn and talk with your partner. Say ““I predict that the
wombat will____ because ____.” Take some predictions to discuss.

Closure
(1e: Designing Coherent Instruction)
___ minutes
How will students share or show what they have learned in
this lesson?
How will you restate the teaching point or ask students to do
so and clarify key concepts?
How will you provide opportunities to extend ideas and
check for understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for students
whose academic development is below or above the current
grade level?
What specific differentiation of content, process, products,
and/or learning environment do you plan to employ to meet
the needs of all of your students?
How will your lesson be supportive for all students, including
English Language Learners, and build upon the linguistic,
cultural, and experiential resources that they bring to their
learning?
How will your lesson promote creative and critical thinking
and inventiveness?
 The closure is included in discussing our predictions as a class.
 So, whenever we want to read a new book, we know we can look
at the cover, think about what we know about it and use that to
make predictions about the book we are going to read! That’s
what good readers do!
For students whose academic development is above grade level, I will
have them predict what would happen after the last page of the book
and draw a picture of it.
For students whose academic development is below grade level, I will
allow them to walk through the book to choose something that a
wombat does to help them with their prediction.
Content: I may use a different book that relates to the interests or
hobbies or the struggling student(s).
Process: I may introduce the strategy by first making predictions about
our own lives for the students to better understand the strategy. This
may include something that the students know we do everyday, such as
write in our journals. I may create an anchor chart to give students a
visual aide.
Product: The students may make a prediction about something that
might happen in class the next day using things we do everyday.
 N/A
Accommodations ** (see note below)
(1e: Designing Coherent Instruction)

What classroom accommodations do you plan to employ to

increase curriculum access for students identified with
special education needs or 504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as
applicable (avoid using actual names of students).
N/A
Modifications**(see note below)
(1e: Designing Coherent Instruction)

What curricular modifications and/or changes in

performance standards, if any, do you plan to employ to
facilitate the participation of students identified with special
education needs?
I will informally assess the students by listening to them discuss with
Assessment (Formal or Informal) their partners and share out loud. If the students are able to make a
(1f: Assessing Student Learning) reasonable prediction and back it up with evidence, this will tell me if he
or she understands the concept of predicting.
How will you and the students assess where the learning
objectives, listed above, were met?

Each formal or informal assessment should describe how it

is aligned to the above objective(s).
 Reflection on Instruction

At the conclusion of the lesson you should reflect on the

lesson. The reflection should go beyond simply answering
the question “Was this a good lesson?” Below are some
questions to assist you in your reflective process (Danielson,
2008):
o What evidence did you collect to demonstrate that
your students have met or are progressing towards
the learning outcomes/objectives?
o View student work samples. What do they reveal
about the students’ level of engagement and
comprehension?
o What changes, if any, would you make to the lesson if
you teach this lesson in the future? What
misconceptions, if any, do you need to clarify before
teaching the next lesson?
o Did you stray from your lesson plan? If so, how and
why?
o Comment on your classroom procedures, student
conduct, and your use of physical space. To what
extent did these contribute to student learning?
o Comment on different aspects of your instructional
delivery (e.g., activities, grouping of students,
materials/resources utilized). To what extent were
they effective?

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the general
curriculum. Both are essential to consider when planning an equitable educational experience for students with disabilities.
Accommodations refer to changes in how a student learns the material but they do not change knowledge content. With
accommodations, a student receives the SAME education as other children, but the student can access content or express knowledge
in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may
include adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User
Guide and SLO template for additional explanation.)
When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material
based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct connection within the
Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.